Evangelia Karagiannopoulou

Testing Two Path Models to Explore Relationships between Students' Experiences of the Teaching-Learning Environment, Approaches to Learning and Academic Achievement.

The study explores the relationships between students’ experiences of the teaching–learning environment and their approaches to learning, and the effects of these variables on academic achievement. Two three-stage models were tested with structural equation modelling techniques. The Approaches and Study Skills Inventory for Students (ASSIST) and the Experiences of Teaching and Learning Questionnaire (ETLQ) were used to assess approaches to learning and student’s experiences of the teaching–learning environment, respectively. These two constructs were then used as either first- or second-stage variables within the path analysis. The model using approaches to learning as a mediating variable showed the best fit with our data; variations in our students’ experiences of the teaching–learning environment appear to give rise to their approaches to studying, which subsequently affect their achievement. The deep approach shows no detectable influence on academic achievement in this sample, neither there are any direct effects of experiences of the teaching–learning environment on it. The indirect effects of these experiences on achievement, acting through the strategic and the surface approaches, are related to two aspects of the teaching–learning environment only, namely congruence and coherence in course organisation, and integrative learning and critical thinking. The finding of a reciprocal relation between approaches to learning and experiences of the teaching–learning environment supports previous conclusions about the association between these constructs. The indirect effect of experiences of the teaching–learning environment on achievement, acting through approaches to learning, shows those approaches as a dynamic construct that varies in line with experiences of the teaching-learning environment, and so influences achievement.

Illness perceptions of people with long-term conditions are associated with frequent use of the emergency department independent of mental illness and somatic symptom burden

OBJECTIVE To determine whether illness perceptions of patients with long-term conditions (LTCs) are associated with urgent healthcare use and whether this association is independent from mental illness and somatic symptom burden. METHODS Illness perceptions (B-IPQ) and somatic symptom severity (PHQ-15) were assessed in 304 patients with diabetes, rheumatological disorders and COPD attending an Accident and Emergency Department (AED) in Greece over a one year period. The presence of mental illness was determined by the Mini International Neuropsychiatric Interview. A Generalized Linear Model (Negative Binomial) regression was used to determine the associations of illness perceptions with AED use after adjusting for mental illness, somatic symptom severity, disease parameters and demographics. RESULTS Eighty-six patients (28.3%) reported at least one visit to the AED during the previous year and 75 (24.7%) twice or more. 124 patients (40.8%) had some form of mental disorder with 85 (28.0%) meeting criteria for major depressive disorder. The degree to which the patients had an understanding of their illness (illness comprehensibility) (p<0.01) along with younger age (p<0.05), additional comorbidities (p<0.05) and greater somatic symptom burden (p<0.001) was strongly associated with AED use; AED visits were expected to be reduced by 9.1% for each unit increase in illness comprehensibility. CONCLUSIONS The way people perceive their illness influences urgent healthcare seeking behavior independent of somatic symptom burden. This finding indicates that information provision may prove effective in reducing urgent healthcare use and encourage the design of psycho-educational interventions targeting disease-related cognitions in an attempt to prevent unnecessary healthcare utilization.

Can the Factor Structure of Defense Style Questionnaire (DSQ-40) Contribute to Our Understanding of Parental Acceptance/Rejection, Bullying, Victimization and Perceived Well-Being in Greek Early Adolescents?

Defense Style Questionnaire (DSQ) is a self-report instrument designed to measure defense mechanisms. Although commonly used, the DSQ-40 has not been validated in early adolescent populations. The present study sought to determine the factor validity of the DSQ-40 in a sample of Greek primary school students (N = 265). Further, it aimed to investigate the relationship between defense mechanisms and perceived parental acceptance/rejection, the participation in bullying (either as bully or victim) as well as self-reported well being. Participants completed the Greek version of DSQ-40, adapted for use by this particular age group as well as measures in order to examine its convergent and discriminant validity. The findings support a four-factor solution as the most adequate for our data. Further, it was found that defense mechanisms are related to perceived parental acceptance and rejection. Finally, the results showed that the DSQ-40 can effectively discriminate participants with high/low bullying/victimization and perceived well-being. Our results indicate that the DSQ-40 is appropriate for use in late childhood. Implications for clinical practice and future studies that would confirm the appropriateness of the scale’s use in younger populations are also discussed.

Exploring the Role of Nationality, Gender and Educational Level on the Possible Selves of Greek and UK Young Adults from Divorced and Intact Families

ABSTRACT Research suggests that parental divorce affects offsprings later life. The present study explores the long-term effects of parental divorce on UK and Greek young adults possible selves concerning future family life, friendships and occupation taking account of the mediating role of nationality, gender and educational level. The sample consisted of 332 Greek and UK postgraduate University students. They completed a questionnaire concerning possible selves. The findings showed that culture rather than the status of parental family was the main factor differentiating between individuals possible selves. There were few gender differences although the individuals educational level appeared to be a significant mediating factor particularly for the Greek participants. The findings are discussed in relation to cross-cultural differences in attitudes towards divorce.

Associations Between Defense Styles, Approaches to Learning, and Achievement Among University Students

The present study explores associations between defense styles, approaches to learning, students’ preferences for different types of courses/teaching and achievement. The psychometric properties of the Defense Style Questionnaire (DSQ-40), used for assessing students’ defense styles, are also explored. Participants in this study were undergraduates (N=425) studying in a social science department.The Approaches and Study Skills Inventory for Students (ASSIST) is used for exploring students’ approaches to learning, while Grade Point Average (GPA) measured students’ academic achievement. The study suggests the contribution of defense styles to the Student Learning Research; it reports a mature and an immature learning pattern. Deep and strategic approaches to learning, preferences for classes that support understanding and GPA are associated with a mature defense style, whereas surface approach and preferences for classes that transmit information are associated with immature, image-distorting and neurotic defense styles. Defense styles as well as preferences for different courses appear to act as antecedents of approaches to learning; approaches mediate the effect of defenses and preferences on achievement although defenses have only a small impact. The study also suggests a four factor structure of the DSQ-40 in undergraduates. The findings are discussed in the context of the recent literature.

Validation of a Newly Developed Instrument Establishing Links Between Motivation and Academic Hardiness

The purpose of the study was to establish the reliability, the structural and the convergent validity of the “Dimensions of Academic Hardiness Questionnaire” for late elementary school children. A sample of children (N = 1264) aged 10-12 years completed the questionnaire and the “Athens Coping Scale”. Multiple fit indices provided support that the 9-factor model had a good fit to the data. Reliability coefficients ranged from .68 to .83. The study provided also preliminary evidence of convergent validity of the “Dimensions of Academic Hardiness” scores with one theoretically related measure, the “Athens Coping Scale”. The results enrich the notion of Academic Hardiness in late elementary school children as the role of awareness and the role of children’s previous experiences has been distinguished. The relation between the “Dimensions of Academic Hardiness” and achievement goal orientations in children learning is also noted. These findings are discussed in the context of the relevant literature.